‘Between think big and hit hard’ exploring the role of teacher agency in becoming action researchers: the Egyptian context

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Educational Action Research Pub Date : 2022-12-19 DOI:10.1080/09650792.2022.2159470

M. Emam, Yara Yasser Hilal, N. Mohamed, Y. Al-Mahdy

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引用次数: 0

Abstract

ABSTRACT The study examined how teacher agency is manifested in Egyptian schools, how action research is perceived, and to what extent school contextual factors support or restrict teachers’ agency to become action researchers. Interviews with 40 teachers from schools in northern and southern Egypt were conducted and analysed using the thematic analysis approach. Data were coded to build theoretical themes that describe Egyptian teachers’ agency for action research. The study uses the ecological framework for teacher agency and the context of professional learning as conceptual tools to gain insight into teacher agency for action research. Results showed that teacher agency is defined in terms of teacher activeness rather than teacher critical discourse; teachers exercise agency as either internalizing or externalizing; teachers have a restricted agency for action research, action research is dependent on the teacher’s identity commitment; teachers exercise adaptive agency in a dispirited school context; and, finally, that schools lack the collective agency for action research.

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“在大胆思考和沉重打击之间”探索教师机构在成为行动研究者中的作用:埃及背景

摘要本研究考察了教师能动性在埃及学校中的表现，行动研究是如何被感知的，以及学校情境因素在多大程度上支持或限制教师能动性成为行动研究者。采用专题分析方法对埃及北部和南部学校的40名教师进行了访谈和分析。对数据进行编码，以构建描述埃及教师行动研究机构的理论主题。本研究使用教师代理的生态框架和专业学习背景作为概念工具，深入了解教师代理的行动研究。结果表明，教师能动性是从教师主动性而非教师批评话语的角度来定义的；教师的能动性是内化的还是外化的；教师的行动研究主体是有限的，行动研究依赖于教师的身份承诺；教师在沮丧的学校环境中行使适应性能动性；最后，学校缺乏进行行动研究的集体机构。

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来源期刊

Educational Action Research EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

8.30%

发文量

期刊介绍： Educational Action Research is concerned with exploring the dialogue between research and practice in educational settings. The considerable increase in interest in action research in recent years has been accompanied by the development of a number of different approaches: for example, to promote reflective practice; professional development; empowerment; understanding of tacit professional knowledge; curriculum development; individual, institutional and community change; and development of democratic management and administration. Proponents of all these share the common aim of ending the dislocation of research from practice, an aim which links them with those involved in participatory research and action inquiry. This journal publishes accounts of a range of action research and related studies, in education and across the professions, with the aim of making their outcomes widely available and exemplifying the variety of possible styles of reporting. It aims to establish and maintain a review of the literature of action research. It also provides a forum for dialogue on the methodological and epistemological issues, enabling different approaches to be subjected to critical reflection and analysis. The impetus for Educational Action Research came from CARN, the Collaborative Action Research Network, and since its foundation in 1992, EAR has been important in extending and strengthening this international network.